高中創意課程實施歷程及其影響之個案分析   免費試閱

A Case Study on the Implementation and Influence of Creative Curriculum in Senior High Schools

本研究旨在探討1所高中推動「自動化科技與人性創意」課程，對學生創意與學習的影響。研究團隊由10位分別任教於大學與高中的教師共同組成，以台北市某公立高中一年級某班的42位女學生為研究對象，自行設計高中「自動化科技與人性創意」課程，共實施16週，每週兩小時。資料蒐集方式採用創造性傾向量表，蒐集學生前、後測的變化情形，並抽取學生代表舉行一場焦點座談，以更進一步蒐集學生的表現資訊及意見。研究結果發現，學生對創意課程的教學歷程與安排尚稱滿意，並更樂於運用想像力與表達力，課堂的小組討論方式獲得學生肯定，整體課程對學生的創意能力及學習態度都產生影響。本研究建議未來的創意課程可採三段式進行：前段以建立學生領域知識為主，但需顧及學生的學習動機；中段則以擴散性與聚歛性思考的訓練為主，並利用小組與團體討論輔助思考深度與廣度；後段則鼓勵學生動手實作，並將作品或產品精緻化，以兼顧創意作品的原創性與價值性。

The purpose of this study was to explore the implementation and influence of the "automation technology and human creativity" curriculum in senior high schools. The research team was composed of ten members, coming from three institutes of higher education and one senior high school. Forty-two female students from a senior high school in Taipei City participated over 16 weeks, with two hours of class time every week. The data was collected through pre-test and post-test scales and one focus group interview. The study found that the participants were satisfied with the creative curriculum and some of them were better able to use their powers of imagination and expression after the course. The in-class group discussion was a suitable way for promoting students' creative learning. According to the results, we also suggest that creative curriculum could benefit from utilizing the following three stages: The first stage concentrates upon establishing students' knowledge of the field, while taking student study motivations into consideration. The middle stage concentrates upon training for both divergent and convergent thinking, the depth and breadth of which are aided by group discussions. In the final stage, students are encouraged to take a hands-on approach in refining their work or final product, thereby understanding the originality and value of their creative work.